Childminder in Stockport

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy and settled in the care of this nurturing childminder in the cosy home-from-home environment. The childminder has positive and caring relationships with the children and she meets their individual needs well. Children's self-esteem is well developed as the childminder is quick to praise and encourage them and to celebrate their achievements.

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The provision is good

The childminder regularly attends playgroups in the wider community to support children to develop their social skills in a busier environment. She also takes the children on a wide range of exciting trips. For example, the children have been to a petting farm and to look at barges on a canal. They enjoyed a walk in a local park with a tick list of birds to spot. This gives children the opportunity to develop their knowledge of the world around them and experience opportunities that they may not have had before.

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The provision is good

Overall, the childminder has a clear focus on ensuring that children are ready to start school as they leave her care. She has a well-planned curriculum, based around the key skills and knowledge that children will need, such as developing social skills and following routines. This supports children to be well prepared for their next steps in education after they leave the childminder's care.

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need to do better?

n In the main, the childminder supports children's communication skills well. She encourages children to talk about their play, asking questions to promote conversation. However, many of the questions she asks children are closed questions that fail to ignite effective two-way discussion. The childminder also steps in too quickly and does not give children enough time to think about what has been said or to respond. This means that children do not always have the opportunity to develop their communication and language. n Outside, children choose from a wide range of activities. They play with buckets and spades in the sand and splash about in the water. Children gasp as the childminder sprays shaving foam into a large tray. They watch in excited anticipation as the childminder squirts blue and then red paint into the foam. Children use toy cars and their fingers to swirl the foam around and to mix in

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need to do better?

the paint. This supports the development of their fine motor skills well. n Generally, the childminder's curriculum promotes the children's independence well. For example, she encourages children to put on their own shoes and coat and help themselves to a drink of water. However, on occasion, she does not implement this aspect of the curriculum effectively. For example she does things for children that they could do themselves, such as picking up the toys or cutting up and serving a snack. This limits the opportunities for children to further

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need to do better?

14 July 2023 develop their self-help and independence skills. n The childminder plans activities to encourage children to develop an interest in books and a love of reading. The children dress up as book characters and bring in their favourite book on World Book Day. The childminder has a 'book of the week', such as 'The Very Hungry Caterpillar'. Children demonstrate that they have remembered the story as they paint pictures of butterflies. n Parents are appreciative of the childminder's care and support for their families. They feel well informed about their child's achievements and next steps via daily discussions, photos and a termly newsletter. The childminder works in partnership with parents and other agencies to support children's development. For example the childminder signposts parents to further support, such as a toilet training workshop. n The childminder is keen to continue to improve her skills and knowledge. She

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need to do better?

values highly the support and guidance from the local authority early years team. The childminder has undertaken a range of additional training in areas such as early communication and language and supporting children with autism. This ensures that she is continually developing her professional knowledge and meeting the needs of the children in her care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure and comprehensive knowledge of safeguarding. She regularly refreshes her training to keep her knowledge updated. She knows the signs that a child may be at risk of harm and what to do in the event of a concern about a child. She is proactive in working with other agencies to support children and families well. She conducts regular risk assessments of the premises, both inside and outdoors. This ensures that all areas are safe and suitable for children to play in.

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should:

n improve the quality of teaching further to ensure that children make the best possible progress with their communication and language n implement the planned curriculum consistently, especially when promoting children's independence skills.

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Setting details

Unique reference number EY472900 Local authority Stockport Inspection number 10280268 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 3 Number of children on roll 4 Date of previous inspection 15 August 2017

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Information about this early years setting

The childminder registered in 2014 and lives in Stockport. She operates all year round from 8.30am to 3.30pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She usually works with a co-childminder and occasionally an assistant.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to/communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

14 July 2023 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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